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INAUGURAL AB DRESS 

DELIVERED BEFORE 

THE TRUSTEES OF 

DICKINSON COLLEGE, 

AT CARLISLE, PA. 
NOVEMBER 9, 1824,' 



BY 

WILLIAM NEILL, D. D. 



M PRINCIPAL 



/ 



PUBLISHED BY REQUEST OF THE TRUSTEES^ 



Doctrina sed vim firomovet insUam, 

HORACE, 



CARLISLE : '^-i. 



PRINTED AT THE HERALD OFFICE, 
1824, 



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CARLISLE, Nov. 10, 1824« 

Dr. VVm. Neill, 

JRev, and Dear Sir^ 

THE Board of Trustees of Dickinson 
College have directed us to solicit from you a copy 
of your Inaugural Address delivered yesterday, 
and with your permission to have it pi inted for 
their use. We hope that you will accede to their 
wishes and confer a lasting obligation on, Rev. 
and Dear Sir, 

Yours with great respect, 

GEORGE nUFFIJ LD, jr. 
JOHN S. EBAUGH, 
JOSEPH KNOX. 



Nov. 12, 1824. 

Gentlemen', 

The Address, of which your Board request 
a copy for publication, was prepared amidst 
pressing cares, and is, of course, far from being 
profound ; but if the Trustees judge it worthy of 
being printed, it is at their service. 

Very respectfully, yours, &c. 

W, NEILL. 

Messrs* jDuffield, Ebaugh ^ Knox. 



INAUGURAL ADDRESS, 



Gentlemen of the Board of Iritstees^ 
and Fellow ' Citizens y 

There is a great deal of truth in the common 
adage, that man is formed, very much, by the 
circumstances in which he is placed, and the ha- 
bits in which he is trained. To these factitious 
causes, rather than any original difference of con- 
stitution, is to be ascribed the diversity, observa- 
ble among the individuals of our race, in their 
intellectual and moral qualities. He who has the 
jnisfortune to be born and reared a savaofe, will 
delight in the chase and the war dance ; and 
these and like objects will bound his views of 
happiness ; while the more fortunate child of 
civilization and refinement, will, veiy soon, under 
parental guidance, discover a taste for bookst- 
and the charities of social life. 



I do not say, nor mean to insinuate, that all 
human beings are endowed with equal capabili- 
ties for intellectual improvement. Some, even 
in early childhood, discover a sensitiveness, — an 
aptitude of the external organs to receive impres- 
sions from outward objects, which distinguishes 
them from others, of a more sluggish disposition, 
and whose powers of perception are less keen and 
discriminating. The faculties and susceptibilities 
of the mind may differ, in some measure, as do the 
features of the countenance; but the difference is, 
in my apprehension, not so great in the former 
case as in the latter ; at least, it is not so perma- 
nent and unalterable. In a moral point of view, 
if the law of God be the standard of morality, (and 
I know of no other that deserves the name) we 
are all, naturally, pretty much on a level ; except 
that in some instances, the peculiar forms of sin, 
seem to be transmitted from parent to child !* 
These instances, however, are not so clear, so 
easily discernible, or of so unequivocal a charac- 
ter as to warrant the opinion that one human be- 
ing is, originally y more depraved than another. 
We receive it as a mournful truth, fully disclosed 
in the sacred scriptures, and confirmed by ob- 



servation and experience, that our common apos- 
tacy from God has impaired ■ our intellectual 
powers, darkened our minds, perverted our wills, 
and blunted our moral sensibilities; so that, 
noWy mental effort, under the hand of culture, 
makes the man oj science, and free grace, operat- 
ing by means of truth divine^ makes the man of 
God. 

If these observations be just, then, the proper 
design of education is, to operate on the capacity 
of man's nature, considered as a rational and ac- 
countable being. We have few, if any, inborn 
ideas ; but we are capable of receiving informa- 
tion from surrounding objects, and soon become 
capable of improving acquired knowledge by 
reflection. Of moral rectitude, or a conformity 
of heart to the law of duty, we have nothing to 
boast ; but we have a susceptibility of religious 
truths, emotions, and enjoyments. The cultiva- 
tion of the mind, like that of the field, supposes a 
soil, on which to operate. It creates no facul- 
ties ; but it resuscitates and calls into action, those 
that, without its aid, would remain dormant and, 
comparatively, useless. It does not inspire a new 
system of affections \ but it does propose to regu- 



late such as already exist, by presenting worthy 
objects, in connexion with their clainis to our 
esteem. It cannot impart holy aspirations ; but 
k can exhibit the truth, and inculcate a Compli- 
ance with its dictates ; — it can discipline the mind 
to habits of attention and accurate investigation^ 
thus, preparing it to feel the force of evidence, 
and ascertain important points of duty, Tfiusy 
too, it gives energy to conscience, by enlighten- 
ing the judgment, and by asserting its high pre- 
rogatives in the moral system. 

The occasion, on which we are assembled, 
seems to demand that something should be said, 
on the importance of a good education : and- this 
will be my apology for adventuring upon so large 
a subject, in an address so limited, as the present 
must necessarily be. The business of education 
has high and commanding claims to the attention, 
as well of the christian, as of the statesman and 
the philanthropist. Under all forms of ciivil so- 
ciety, a well- instructed people have the fairtst 
prospect of happiness and respectability. Gross 
ignorance, in the great body of a nation, will soon 
be followed, either by despotism or anarchy. Iti 
a government like ours, whete the people are" 



9 

the fountain of power, — \yhere every industrious 
and orderly citizen is held in estimation, and ex- 
ercises the right of suffrage which tells, in the 
cabinet, and in the halls of legislation, — where all 
our institutions, both civil and religious, owe 
their origin and support to public opinion, the 
dissemination of knowledge is, to our healthful 
national existence, what the circulation of the 
blood is to the animal economy, — essential to all 
the functions of vitality and enjoyment : Indeed, 
any government w^hich takes no pains for the in- 
struction of youth, — which affords no patronage, 
— extends no fostering hand to institutions of 
learning, may be pronounced wanting in a just 
regard, not only to the people's dearest rights and 
best interests, but to the only effectual means of 
its own preservation. 

Happily for us^ fellow- citizens, this matter has 
not been altogether neglected in our favoured 
country. Something had been done, while we 
were yet subject to a foreign power ; but ever 
since we assumed a place among independent 
nations, a decent, common educatioh has been 
deemed an object of vast importance ; so that we 



10 

may safely affirm that, taking the entire mass of 
the population together, no nation is better in*- 
formed tlian the people of these United States* 
It is true, we have not a great many very learned 
men; — our writers, however, are as numerous, 
and the subjects handled by them, are as various, 
and as ably tre^ited, as could reasonably be ex- 
pected, at the present early period of our national 
career. Seminaries of learning, of different 
grades have arisen and are still springing up, un- 
der tlie genial influence of individual munifi- 
cence, and public favour, which promise much 
for the interests of science and the useful arts, in 
our happy and growing republic : and most of 
the men who fill the learned professions, and oc- 
cupy the stations of lx)nour and trust among , us, 
have been educated in our own schools and col- 
leges. This is a hopeful beginning. But we 
are not to rest satisfied with what has been done. 
There remains yet an immense deal to be accom- 
plished ; our institutions are all in their infancy, 
and our population is increasing faster than that 
of any nation on the globe. Nor is it to be con- 
cealed that, while public sentiment is, upon the 
ivhole, favourable to literature and literary pur- 



11 

suits, many persons, and some of them men of 
wealth and influence, manifest, if not open hostil- 
ity, surprizing lukewarmness towards the cause 
of education, particularly, in its higher and more 
expensive efforts. Now, we bring no railing 
accusation against men of this cast, not doubting 
the purity of their motives ; yet we should like to 
reason the matter with them, in a plain and friend- 
ly way : Indeed, it seems to be the duty of those 
to whom the business of education is mainly en- 
trusted, to he^ dispassionately the scruples and 
objections of gain- say ers, and, if possible, to re- 
move them* If the professed friends of learning 
do not look after its interests, and vindicate its 
claims to public attention, who will ? Science is 
not a plant of spontaneous growth. Its fragrance 
and its fruits are yielded to those, and to those 
only who cherish and cultivate it. Public favour 
constitutes the only atmosphere in which it can 
thrive permanently, and to any considerable 
extent. 

Education, in its most extended import, begins 
in the nursery, and is conducted, most success- 
fully by maternal tenderness and assiduity. Most 
devoutly is it to be wished, therefore, that, all 



13 

mothers would reflect, that every new-born child 
is an heir of immortality ; and that Providence 
ordinarily assigns to lier who bore it, the pleasing 
and the honourable task of conducting it through 
the first seven years, at least, of its training for 
eternity. During this period of education, the 
grand poinc is, to watch the developement of 
mind, and, under a salutary and well-measured 
discipline, to furnisli tlie intellect with suitable 
materials to work upon, and the affections with 
worthy objects, and let both have free scope, with 
HO more coercion or restraint than sound morali- 
ty and pure religion demand* A mother may 
not conclude that she has fully performed her 
duty to her child, when she has seen it well fed 
and clotlaed* The child is, or is to be a rational 
creature; and, therefore, needs mental provision, 
and moral culture : and, I shall perhaps be allow- 
ed to remark, in this place, that if due attention 
Hvere paid to y^/Tzr//^ education among us, our in- 
fant statesmen, orators, poets and divines, would 
receive some of their very best lessons from riia- 
ternal lips, deepened and sealed by a mother's 
prayers. But, as the custom has been too long^ 
^iid too generally, in this country, many, other- 



13 

vnse, amiable and excellent mothers are Xvlioily 
uaqualified " to teach the young ideas how to 
shoot," and liave no adequate conception of how 
much useful instruction may be given to a child, 
within the first few years of its life. We hail 
with joy and glidness, however, the dawn of a 
reformation in this important concern. Many 
excellent schools for females have been opened of 
late vears ; and we could name several* ladies of 
the United States, v/ho have given full proof of 
their ability to furnish useful entertainment, and 
render \ery acceptable service to the cause oi' 
truth and piety^ by their writings. Among these" 
productions I cannot forego the gratification of 
mentioning, ** Conversations on the Bible" by a 
venerable matron of Philadelphia, still living, — 
and a beautiful little poem, entitled *' The Plea- 
sures of Religion," with several fugitive pieces, 
by the late Mrs. Susan De Witt, of Albany, in 
the state of New York. Let our schools for the 
instruction of our daughters be cherished, and 
let the substantial branches of education be ap- 
preciated and preferred to those that are merely 
showy and ephemeral, and why may we not. hope 
to rear American female Moores, and Hainiltons< 



14 

and Edgworths ? But my zeal on this subject has 
led me mto a digression from my proper topic. 

The question, relating to the comparative ad- 
vantages of a domestic and a public education, is 
often an embarrassing one to parents. We haye 
not time to bestow on this ques,tion any thing 
more than a very short notice. There are, un- 
doubtedly, advantages and disadvantages peculiar 
to each; but, I am fully persuaded that the pre- 
ponderance is decisively in favour of the latter* 
Suppose a public institution to be well organised, 
' — well supplied with able and faithful teachers, 
who maintain a parental, wise, and uniform sys^ 
tem of discipline, — suppose the course of study 
to be judicious and comprehensive, — and that, 
proper attention is paid to the manners, the relig- 
ious instruction, the expenditures, the diet, and 
the recreative exercises of the youth, and then in- 
stitute a comparison between the two modes 
of education, in question. At home the boy 
is very liable to be injured by excessive indulg- 
ence, — he studies alone, with little or nothing to 
stimulate his exertions, no competitors or asso- 
ciates with whom to compare ideas, and measure 
attainments. The rewards proposed to him are 



15 

far-distant, and, therefore, feeble in their influence. 
He is confined, generally, t(\ one teacher, who 
from the want of the proper stimulants, is also 
very likely to fall into a dull and monotonous 
way of communicating instruction ; and who 
may be negligent or tyrannical, in the absence of 
associates, or competent judges of the manner in 
which he performs his duties. On the other 
hand place a lad of a good mind, and ingenuous 
disposition in college, and you bring him imme- 
diately in contact with almost every thing that is 
calculated to rouse his powers, and call forth his 
best exertions. He finds himself subject to a 
government devised with care, and exercised 
without partiality. He rises, studies, recites^ 
takes rest, and food, and recreation systematical- 
ly, and with his mates. He has the opportunity 
of comparing his strength and proficiency with 
those of his oompanions ; some he sees before 
him, some about equal, and others following af- 
ter : and, thus, he is guarded, on the one hand^ 
from self-confidence, and, on the other, from in- 
glorious and desponding indolence. He has the 
advantage, moreover, of attending on the instruc- 
tions of several teachers, whose various manner, 



if nothing else, will keep up his attention, and 
whose sense of obligation, and responsibility, and 
self-respect conspire to guarantee to him every 
assistance and encouragement that can reasonably 
be desired. His hopes, and fears, — his ambi- 
tion, — his sense of honour, and regard for the 
wishes and expectations of parents and other 
esteemed friends, are kept m constant play, by a 
system of honourable distinctions and moral cor- 
rectives : and, lastly, though not the least im- 
portant, he dwells in a little community, where 
he may learn much of human nature, habituate 
himself to a right distribution of his time, and 
form acquaintances and friendships of the most 
endearing character, and which may be eminently 
beneficial to him in after-life. 

It is often objected to a College education, that- 
too much time and attention are expended on 
subjects which seem to be of but little practical 
use. Of what real advantage, it is asked, can a 
knowledge of dead languages, of Natural Philo- 
sophy, Mathematics, Chemistry, Mental Philoso- 
phy, Logic, &c. be, to a man in procuring aa 
honest livelihood, or in fulfilling the duties of a 
good citizen ? Before I attempt a short answer 



17 

to this question, lert it be observed, that, we do 
not think it desirable, if it were practicable, that 
all young men should receive, what is commonly 
called, a liberal education, but only a reasonable 
proportion of thena ; so that literature, science, 
and the arts, useful and ornamental, may never 
want a sufficient number of those who understand 
their principles, and can show how these princi- 
ples are to be applied with most effect, i. e. that 
practice may receive all the facilities and efficien- 
cy, that tlieory can give it. In the arts, as well as 
in morals, all rational practice is founded on prin- 
ciple, whether the man recognize the fact or not ; 
and where principles are wholly disregarded, 
practice becomes a thing of random, — a lottery, 
-r?r-a matter of hazardous-r-often of perilous ex- 
periment, A thousand hands, in as mary years, 
could not complete a palace, without the aid of, 
at least, one man who has studied the theory of 
architecture. 

Now, for the objectipn just stated ; and, first, 
as it relates to the dead languages. Much time 
.and pains are bestowed on these in College. Is 
this wise and useful ? In reply, it may ^e re- 

c 



18 

marked, that, Language, as 'it is the eommoi? 
jnedium through \i>hich man holds intercourse 
with his fellow-man, deserves to be well under- 
stood. Originally, we suppose, it was one and the 
tiame ; but in process of time, there have grow^R 
out of the primitive stock, manj branches, all, 
however, related, and analagous, more or less : 
whence it seems evident, that, the more attentioci 
We pay to language in general, the better we shall 
comprehend the meaning and right use of our 
mother tongue. From the Latin and Greek lan- 
guages, much of our own is derived, and, there- 
fore, to these it is deemed proper to pay special 
attention. From these languages are taken most 
of the technical terms used in the arts and scienc- 
es ; so that the druggist, the physician, the sur- 
geon, the lawyer, and even the gardener would 
find himself but poorly qualified for his profession 
without some acquaintance With them. This 
may be complained of, as an obstacle in the way 
of the English scholar ; but, so long as it re- 
mains, let us not neglect the only effectual means 
of surmouatingit. . When the whole dress, and 
ordinaiy channels of useful, knowledge are chang^- 
ed,^we will think about accommodating ourselves 



w 

to the change. But, really, the popular scjicrne 
of epitomizing, and simplifying every thing that 
is to be learned, — of encouraging young men to 
hope for liberal attainments, in a short time, and 
with light study, promises no great advantage to 
the cause of solid learning. There are immense . 
stores of literature, and useful knowledge locked 
up in the learned languages ; and shall we permit; 
these rich treasures to remain unexplored and 
unoccupied, through fear of a little trouble in 
le^irning the use of the key ? Would you deprive 
the lovers of History, Poetry, Philosophy and 
Husbandry of the profit and the luxury of read- 
ing Herodotus, Livy, Thucydides, — Homer, 
Horace and Virgil, — Cicero, Seneca, and other 
eminent writers of ancient Greece and Rome, on 
almost all subjects ? Would you consign to per- 
petual oblivion, the works of those great men of 
Britain, France, Germany, and Holland who, in 
modern times, have chosen to communicate to 
posterity the result of their prodigious researches 
through the medium of the Latin tongue? 
Would you have your preachers undertake to 
expouiKl the doctrines and duties ctf Christianity, 
ignorant of the language in which the sacred 



20 

Scriptures were given by inspiration of God f 
You will say, perhaps, we have translations ; ah, 
but who made these translations ; and are they 
true to their originals :" and when these wear out, 
who will furnish you with others? The languages 
iu question, then ought to be studied. 

As to Natural Philosophy, it proposes to in- 
vestigate the powers of nature, to explain the 
properties of natural bodies, their action upon one 
another, and to show how this action may be ap>- 
plied, so as to subserve the comfort and con* 
venience of mankind. Now as we are continually 
conversant with material objects, and obliged to 
use them in providing for our sustenance and pre- 
servation-, it seeins desirable that, we should 
know how to use them with the best effect. This 
IS the professed aim of this branch of physical 
science ; and this it does, to an extent, little con- 
sidered^ and, therefore, little known or acknowU 
f?dged by most men. It is, indeed, scarely pos« 
sible to estimate the benefits which accrue to 
society from the knowledge and application of 
the mechanical powers alone. How amazingly 
is the muscular strength of an individual aided 
by the inclined plane, tlie wedge, the screw, the 



21 

axle and the wheel, the pulley and ihe lever ! 
To what a variety of useful purposes are atmo- 
spheric air, water and steam applied, by a right 
understanding of the properties and powers oS 
these substances I It is by the principles of phi» 
losophy, and the proper use of the implements 
and engines founded thereon^ that, from raw and 
rude materials, your dwellings, your mills, and 
factories, your ships, fortifications aiad canals are 
constructed r and a thousand other machines and 
contrivances put in motiofi, all contributing to 
augment the power, and promote the comfort of 
civilized man* 

The Science of Mathematics, riearly related to 
or rather embracing that of which We have just 
been speaking, is comprehensive in its rajige, and 
eminently practical* It treats of tlie ratio and 
comparison of quantities. It is a methodical con- 
catenation of principles, reasonings and conclu- 
sions, conductitig us to absolute and indubitable 
certainty. It teaches us how to measure time, 
space, and distance, — to apportion out ■ the land 
to its inhabitants, — to navigate the seas, and trav« 
el among the stars. But the time would fail us to 
speak of the almost endless uses and valuable 



2^ 

purposes to which this masculine and noble de.- 
partment of human science is applicable. Math- 
ematical studies not only conduce largely to the 
comfort and convenience of society, but exert a 
most benign influence on the mind of the student 
himself. ^' The Mathematics," says the great and 
excellent Dr. Borfow, ** effectually exercise, not 
vainly delude, nor *vexatiously torment studious 
minds, Vvith obscure subtilties, but plainly de- 
monstrate every thing \vithii> their reach, draw 
certain conclusions, instruct by profitable rules, 
and unfold pleasant questions. These discip- 
lines also inure and corroborate the mind to a 
constant diligence in study ; they wholly deliver 
us from a credulous simplicity, and most strongly 
fortify us against the vanity of scepticism ; they 
effectually restrain us from a rash presumption, 
most easily incline us to a due assent, and per- 
fectly subject us to the government gf right rea- 
son. While the mind is abstracted and elevated 
from sensible matter, it distinctly views pure 
forms, conceives the beauty of ideas, and inves- 
tigates the harmony of proportions : the manners, 
alsp, are sensibly corrected and improved, the 
affections .composed and rectified, the fancy 



23 

calmed aiid settled, and the understanding raiied 
and excited to more divine contemplations." 

Against Chemibtry, the prejudice is peculiarly 
clamor oiis and inveterate ; and the reason is ; — 
its nature and objects are not known to multi- 
tudes, who are continually feeding on its pleasant 
fruits. Its professed design is to analyze, and 
explain the qualities of all those material snb- 
stances, which the Creator has intended for the 
use and happiness of man. Its subjects are so 
numerous, that, a bare classification of them, 
would occupy more time than can be spared, for 
the purpose, on the present occasion. Suffice it 
to say, that, it teache§ us how to cultivate the 
field and the garden, so as to secure the utmost, 
in quantity, and the best, in quality, of their ines- 
timable productions ; — that, it instructs us in the 
most eligible methods of preparing food, and all 
the varieties of vinous, spirituous, and fermented 
liquors, — and in the important arts of bleaching, 
tanning, and colouring the fabrics of which our 
wearing apparel is made. And are not these 
practical and uselul matters ? Do they not merit 
some share of regard, in a course of liberal 
education ? 



24 

, ^3^he Philosophy of the human mind, together 
with morals, and Logic, and all tliat ex^tensjve 
range of topics designated Belles Lettres, open 
befQre4isa wide field, and rich as the gold of 
Ophir, fragrant as the rose, and beautiful as the 
rainbow. The prominent objects of these kin- 
dred sciences are ;— ^to investigate the faculties 
and properties of the mind, and exhibit the best 
methods of acquiring, retaining, arranging, and 
communicating knowledge ; to expound the law 
of duty, a;ad demonstrate how we may^ and why 
we should conform to its dictates ; or, in other 
words, to introduce us to an acquaintance with 
ourselves, considered as intelligent and moral 
agents, and to put us in the \^'ay of doing our du- 
ty in all the relations of social life. It is not easy 
to coacelve of object^ more worthy of attention , 
or inore important in their bearing on individual 
happiness, and social order, than arc these : and 
the literary institution which sends forth, annual- 
ly, a corps of youth, well indoctrinated in the 
science of duty, inured to diligence, subordina- 
tion, and sobriet}i of manners, renders to com- 
munity ample remuneration for .any patronage 
that may have been bestowed upon it, A dis- 



25 

tlngui shed writer, on the philosophy of the mind, 
reckons it among those preparatory disciplines, 
which Bishop Berkley has happily compared to 
'* the crops which are raised, not for the sake of 
the harvest, but to be ploughed in, as a dressing 
to the land." 

One thing more, and your patience shall be 
speedily relieved ; — I mean the religions instruc- 
tion which should enter into a course of liberal 
education. That some attention is due to this 
subject, will, probably be conceded by all sober, 
christian people. Yet it is a matter about which 
we ofcen hear complaints ; and, indeed, to avoid 
giving ground of complaint, it requires to be 
managed with great care. It so happens, and, 
from the nature of the case, it is likely so to hap- 
pen, that in every institution of learning, some 
particular denomination of christians has the pre- 
dominant influence ; and, as a consequence, it is 
supposed that the religious instruction given, will 
be of a sectarian tincture. This is regarded, as a 
grievance, alike by the bigoted, and by those 
who profess to be extremely catholic, and by 
such, for such there are, as feel and avow a re- 



/ 



26 

pugnance to religion, in all its christian forms. 
Now, if there be^sw^jh a thing as U^i© religion, 
and if, as we read in the Bible, " it be profitable 
unto all things f having a promise concerning both 
the present and the future life," would it be wise, 
-—would it be reasonable, — would it be consist- 
ent with approved practice in other matters, to 
neglect it altogether, in the training of our youth ? 
As to the manner and measure in which it is to be 
attended to, sound discretion and good sense 
must determine. That no creed, embracing the 
peculiar tenets of any one sect, should be im- 
posed ; — and, that, the instructions, on this sub- 
ject, should be liberal, and free from sectarian 
c|nt;, is indisputable. This, is, demanded by 
Xm rights of conscience, and it is well guaranteed, 
b3f the free institutions, and tolerant sentiments 
and habits of the people of this country. And 
that these views are entertained and practised 
upon, in most of the public seminaries in the 
United States, may be easily ascertained, by any 
one, who will take the trouble to make the inqui- 
ry. I spent five of the happiest years of my life, 
in the " College of New-Jersey," at Princeton, 
and, to use the words of the Revt Dr. Green, 



27 

late President of that institution, *' I can most 
unreservedly declare that I never heard a dis- 
course" delivered to the students, *' that could, 
with any show of justice, be denominated secta- 
rian.* As to the measure or amount of religious 
instruction, proper to be given in a collegiate 
course, it ought, in my opinion, to be considera- 
ble, and to be regular, and systematic ; — some- 
thing more than occasional advice about moral 
conduct, or laboured lectures on the attractions 
of virtue. It ought to be Biblical, strictly, 
and in the Bible mode, '* Line upon line, line 
upon line, precept upon precept, precept upon 
precept," enforced by all the *' suavite)' in modo 
et for titer in r^" that parental kindness, and 
christian faith, and the love of souls can inspire. 
Young men, as well for their own sake, as on ac- 
count of the influence which they may be expect- 
ed to exert on the general tone of public scnti* 
ment and manners, should not be permitted to 
pass from the consecrated walls of their Alma 
Mater, without some acquaintance with the sacred 
scriptures, or without having been conducted 

* See a volume of excellent Discourses, &c. includ- 
ing a Historical Sketch of the College, recently publish- 
ed, by Ashbel Green, D. D. L. L/D. 



28 

through a careful examination of the grounds 
upon which the Christian Religion claims their 
faith. And I am happy to find that the promo- 
tion of religion was a primary object with the 
^vorthy founders of this college. In an address 
of the venerable John Dickinson, Esq. then pres- 
ident of the Board of Trustees, delivered in 
April, 1784, he says " that they," i. e. the first 
friends and founders of the College, ** thought 
that they could not better employ the beginning 
of the peace, so graciously bestowed, than by- 
forming an estabhshment for advancing the in- 
terests of Religion, Virtue, Freedom and 
Literature. Let the friends of Dickinson 
College, and of our beloved country, ever and 
assiduously cherish these things in union. They 
form a four-fold cord, — the only cord, of suf- 
ficient strength to bind human society together, 
for any length of time, and with any tolerable 
degree of comfort. 

It cannot be, that an institution, which aims 
to promote such important objects as these, will 
be left to languish, for want of patronage, in the 
heart of a great nation ; in the very centre of the 
weaUhy;» the populous and happy Commonwealth 



29 

of Pennsylvania. No; it cannot be; — we will 
not indulge the mortifying apprehension, that, 
we shall be cramped and trammeled, in our en- 
deavours to do justice to the youth committed to 
our care and instruction, through the want of a 
Library and Philosophical Apparatus, suited to 
the age in which we live, and to the present im- 
proved state of literature, science and the arts. 
We do respectfully solicit a share of public fa- 
vour, and an interest in the prayers of the pious : 
but we confide mainly in the smiles of Divine 
Providence, without which, no enterprize ca;?, 
or should prosper. 

FINIS. 



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'AUGURAL ABBRESS 

DELIVERED BEFORE 

THE TRUSTEES OF 

DICKINSON GOI^EGE, 

CARLISLE/ PA» 

NOVEMBER 9, 1824. 



3Y 

sVILLIAM NEILL, Br D. 

RINCIPAI 



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